Exploring Cultural Competence in the Lived Experience of Instructional Designers

274 Pages·2017·0.75 MB·English

Brigham Young University
BYU ScholarsArchive
All Teses and Dissertations
2006-03-17
Exploring Cultural Competence in the Lived
Experience of Instructional Designers
Paul Clinton Rogers
Brigham Young University - Provo
Follow this and additional works at: htps://scholarsarchive.byu.edu/etd
Part of the Educational Psychology Commons
BYU ScholarsArchive Citation
Rogers, Paul Clinton, "Exploring Cultural Competence in the Lived Experience of Instructional Designers" (2006). All Teses and
Dissertations. 385.
htps://scholarsarchive.byu.edu/etd/385
Tis Dissertation is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in All Teses and Dissertations
by an authorized administrator of BYU ScholarsArchive. For more information, please contact
EXPLORING CULTURAL COMPETENCE IN THE LIVED EXPERIENCE
OF INSTRUCTIONAL DESIGNERS

by
P. Clint Rogers

A dissertation submitted to the faculty of
Brigham Young University
in partial fulfillment of the requirements for the degree of

Doctor of Philosophy

Department of Instructional Psychology and Technology
Brigham Young University
March 2006
Copyright © 2006 P. Clint Rogers
All Rights Reserved
BRIGHAM YOUNG UNIVERSITY

GRADUATE COMMITTEE APPROVAL

of a dissertation submitted by

P. Clint Rogers

This dissertation has been read by each member of the graduate committee and by
majority vote has been found to be satisfactory.

_________________________ _______________________________
Date Charles R. Graham, Chair

_________________________ _______________________________
Date Andy S. Gibbons

_________________________ _______________________________
Date David D. Williams

_________________________ _______________________________
Date Clifford T. Mayes

_________________________ _______________________________
Date Stephen C. Yanchar
BRIGHAM YOUNG UNIVERSITY

As chair of the candidate’s graduate committee, I have read the dissertation of P. Clint
Rogers in its final form and have found that (1) its format, citations, and biographical
style are consistent and acceptable and fulfill university and department style
requirements; (2) its illustrative materials including figures, tables, and charts are in place;
and (3) the final manuscript is satisfactory to the graduate committee and is ready for
submission to the university library.

_________________________ ____________________________________
Date Charles R. Graham
Chair, Graduate Committee

Accepted for the Department
_
Andy S. Gibons
Department Chair

Accepted for the College
_
K. Richard Young
Dean, David O. McKay School of Education
ABSTRACT

EXPLORING CULTURAL COMPETENCE IN THE LIVED EXPERIENCE
OF INSTRUCTIONAL DESIGNERS

P. Clint Rogers
Department of Instructional Psychology and Technology
Doctor of Philosophy

There has been a limited amount of research concerning culture and online
education. Although human beings have the ability to transcend past and current
environments, helping professions are recognizing the influence of cultural
epistemologies on themselves and those they intend to serve. The purpose of this study
was to explore the nature of additional challenges and concerns present when designing
online instruction in a cross-cultural context. The data collected in this study stands as
preliminary work to creating a substantive theory regarding the importance of cultural
influences in the thinking, practice and lived experience of instructional designers,
specifically those who have been creating cross-cultural online instruction.
Twelve participants were chosen through a snowball sampling method, and case
studies were constructing mainly through in-depth interviews. All of these participants
were aware of cultural differences, although they recognized theirs was a limited
awareness. Some of the many cultural differences these participants noticed in learner
characteristics and expectations can be loosely separated into the following four
categories: (a) technological infrastructure and familiarity, (b) general cultural and social
expectations, (c) teaching and learning expectations, and (d) differences in the use of
language and symbols. These participants became aware of cultural issues through both
informal (unintentional) and formal (intentional) means. These participants felt a tension,
however, between their desire to be more responsive to cultural differences, and the
situations in which they were working. Three barriers to their ability to be as responsive
to cultural differences were identified: (a) an over-focus on content development, (b) a
relative lack of evaluation in real-world practice, and (c) the less than ideal roles
instructional designers assume in the larger organizational structures involved.
From this research, I present a bridge-building metaphor as a description of how
an increased sensitivity to cultural differences influences can change the practice of
instructional designers. Additional efforts are needed to educate and get buy-in from
other stakeholders to engage in more learner analysis and evaluation. And additional
models need to be used which put evaluation and learner feedback as a more integral part
of the entire instructional design process.
ACKNOWLEDGEMENTS

Since obtaining this degree was primarily an academic pursuit, I will try to
maintain my comments to that audience. My family and friends know of my keen
appreciation for them, and the Creator, who I have drawn closer to while attending this
university, recognizes my gratitude for being allowed to participate in the joy of
discovering things He already knows much better than I ever will.
It seems to me that the truest teachers are simply friends who are able to sense
more of our potential than we might at the moment, and treat us in such a way that
encourages that potential to become reality. If that is the case, then I have been
surrounded in my years of study at BYU by more true teachers than I can even begin to
name. Each has left a priceless imprint on me, giving me a debt that I doubt I will ever be
able to repay. My hope is that somehow, deep in their hearts, they will know that they
have made a meaningful difference in my life, and that somehow I can show my gratitude
by returning the favor with others that I come into contact with. When it comes down to it,
few things in life seem to truly matter (including dissertations and degrees) – unless
through them come friendships and lessons that transform us into better beings. Those
unforgettable friendships and examples I have found here are among the choicest gifts I
prize, and by which I find life is made meaningful and worthwhile.
Table of Contents
Chapter 1: Introduction ....................................................................................................... 1
Statement of the Problem................................................................................................ 1
Purpose of this Research................................................................................................. 2
Importance of this Research............................................................................................ 2
Layout of Chapters.......................................................................................................... 3
Chapter 2: Review of Literature ......................................................................................... 5
Definitions of Culture ..................................................................................................... 5
Identifying Sub-Cultures............................................................................................. 6
Definition for this Research ........................................................................................ 7
Theoretical Backdrop Regarding Cultural Differences .................................................. 7
Cultural Epistemologies................................................................................................ 14
Examples in Other Fields.......................................................................................... 15
Examples in Learning ............................................................................................... 16
Cultural Influences are Implicit .................................................................................... 18
Cultural Influences and Cognition ................................................................................ 19
Hofstede’s Dimensions of Cultural Values................................................................... 22
What Cultural Competence Means ............................................................................... 24
Implications for Instructional Designers....................................................................... 26
viii
Chapter 3: Methodology ................................................................................................... 31
Research Design............................................................................................................ 31
Case Study Approach................................................................................................ 31
Grounded Theory ...................................................................................................... 32
Data Collection Procedures........................................................................................... 32
Participant Identification – Snowball Sampling ....................................................... 33
Participant Selection – Maximize Richness of Data................................................. 34
Data Collection - Interviews ..................................................................................... 36
Data Analysis Procedures ............................................................................................. 40
Constant Comparison................................................................................................ 40
Theorizing Process.................................................................................................... 41
Trustworthiness and Qualitative Standards .............................................................. 42
Limitations of this Study............................................................................................... 46
Limited Generalizability ........................................................................................... 46
Availability of Participants ....................................................................................... 46
Limited Scope ........................................................................................................... 47
Potential Researcher Bias ......................................................................................... 47
Chapter 4: Report of Data ................................................................................................. 52
Introduction................................................................................................................... 52
Gertrude’s Story............................................................................................................ 52
Sri Lanka Background .............................................................................................. 53
Meet Gertrude ........................................................................................................... 54
ix